Children's Education and Care - Draft 3 Validation

CHCECE043_Nurture creativity in children Draft 3.2

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Unit application and prerequisites

UNIT CODE

CHCECE043

UNIT TITLE

Nurture creativity in children

APPLICATION

This unit describes the performance outcomes, skills and knowledge required to develop, implement and evaluate experiences that nurture creativity in children through construction, digital technologies, dramatic play, imaginative play, movement, music and visual art.

 

This unit applies to educators who both develop and implement learning experiences in the context of an approved learning framework in regulated children’s education and care services in Australia. Work is undertaken independently, but according to the philosophy of the service.

 

The skills in this unit must be applied in accordance with Commonwealth and State/Territory legislation, Australian standards and industry codes of practice.

PREREQUISITE UNIT

Nil

COMPETENCY FIELD

Early Childhood Education and Care

UNIT SECTOR

Children’s Education and Care

2 Comments

Digital technologies

"Should not be included as a curriculum component of creativity. It is a tool for creative expression like a paintbrush. using digital technologies for creative expression can be integrated throughout the unit and other units. Consider integrating it in CHCECE042"

Maree Aldwinckle 11.09.2020 05.31PM

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1 Reply

"I totally agree with Maree's comment digital techologies should not be included in this unit"

Heather Baldwin 15.09.2020 09.15AM

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Elements and performance criteria

ELEMENTS

PERFORMANCE CRITERIA

Elements describe the essential outcomes

Performance criteria describe the performance needed to demonstrate achievement of the element.

  1. Understand the role of the arts in development and learning.
    1. Explore the role of the arts in early childhood development and learning.
    2. Understand the concept of creative freedom and its positive connection to development and learning.
    3. Identify the connection between creativity and different learning dispositions.
    4. Provide opportunities for children to be exposed to a range of art forms and artists from diverse cultures.
    5. Provide experiences that allow children to be exposed to Aboriginal and/or Torres Strait Islander Peoples art forms and artists.
  1. Create experiences that nurture creativity.
    1. Identify opportunities that nurture creativity, based on children’s interests and cultural backgrounds.
    2. Structure and document opportunities and intentional teaching strategies that assist children to explore the arts.
    3. Research and organise resources required for creative activities.
    4. Select and promote the use of diverse natural and found materials and make them available to children.
    5. Identify and use opportunities to make sustainable resources.
  1. Nurture creativity through teaching and learning.

 

 

 

 

    1. Provide time for children to be creative and encourage efforts to extend over days or weeks.
    2. Teach children how to use and care for materials and equipment according to the nature of the activity.
    3. Plan and create opportunities for children to collaborate creatively with each other.
    4. Encourage children to use creativity to overcome challenges.
    5. Use flexibility to respond to children’s interests and needs.
  1. Nurture creativity through engagement with children.
    1. Support children to feel a sense of value and responsibility for equipment and materials through encouragement and modelling.
    2. Use strategies that model creativity by improvising with equipment and materials.
    3. Encourage children to pursue their own original ideas, interpretations and expressions.
    4. Invite children to ask questions and assist them to find their own answers.
    5. Engage children in talking about their creations and ask them open-ended questions.
    6. Model and share enthusiasm for creative work with children.
    7. Show respect and seek permission from children regarding their creative work.
    8. Encourage children to respect and appreciate the creative effort of their peers.
  1. Evaluate experiences.
    1. Monitor children’s role in creativity through observation and critical reflection.
    2. Identify and use opportunities to gather feedback from colleagues, families and children.
    3. Use and expand on children’s ideas in relation to creativity.
    4. Collaborate with stakeholders to regularly evaluate children’s participation in experiences and document outcomes according to service guidelines.
    5. Use evaluation outcomes to inform future practice.

8 Comments

Suggested changes to elements and performance criteria CHCECE043 to facilitate assessment

"1. Use creative arts to enhance development and learning 1.1 Apply knowledge about the creative arts to inform planning for children’s development and learning. 1.2 Promote the concept of creative freedom through the provision of appropriate creative experiences 1.3 Identify and foster learning dispositions that nurture creativity 1.4 Provide opportunities for children to be exposed to a range of art forms and artists from diverse cultures. 1.5 Provide experiences for children to be exposed to Aboriginal and Torres Strait Islander Peoples art forms and artists. 2. Design experiences that nurture creativity. 2.1 Identify opportunities that nurture creativity, based on children’s interests and cultural backgrounds. 2.2 Use intentional teaching strategies that assist children to explore the arts. 2.3 Identify and provide a range of resources required for creative activities. 2.4 Plan creative experiences that include construction, dramatic play, imaginative play, music, movement and visual arts. 2.5 Promote the use of diverse natural and found materials and make them available to children. 2.6 Incorporate sustainable practices in the provision of creative arts experiences 3. Nurture creativity through teaching and learning. 3.1 Provide time for children to be creative and encourage efforts to extend over days or weeks. 3.2 Teach children how to use and care for materials and equipment. 3.3 Plan and create opportunities for children to collaborate creatively with each other. 3.4 Encourage improvisation and originality in creative expression 3.5 Encourage children to engage in creative thinking and problem solving. 3.6 Respond flexibly to children’s creative interests and ideas 4. Nurture creativity through engagement with children. 4.1 Support children to value and respect equipment and materials 4.2 Model creativity by improvising with equipment and materials. 4.4 Invite children to ask questions and assist them to find their own answers. 4.5 Ask open-ended questions to engage children in talking about their creations. 4.6 Model and share enthusiasm for creative work with children. 4.7 Seek children’s permission to use, display or share their creative work 4.8 Encourage children to respect and appreciate the creative efforts of their peers. 5. Evaluate creative materials, environments and experiences. 5.1 Monitor and document children’s engagement in creativity through observation and reflection. 5.2 Gather feedback from colleagues, families and children to evaluate creative provisions. 5.4 Evaluate children’s participation in creative experiences collaboratively with others. 5.5 Document and use evaluations and reflections to inform future creative provisions and planning. "

Maree Aldwinckle 11.09.2020 06.53PM

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2 Replies

"Suggest adding these to above: 2.7 Use digital technologies in the provision of creative arts experiences 4.9 Match creative opportunities to children's interests"

Maree Aldwinckle 11.09.2020 08.48PM

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"I agree with the above except not sure about 1.5 we need to be very careful that art is showing respect to Aboriginal and Torres Strait Islander people maybe change it to showing art from & by Aboriginal and Torres Strait Islander people"

Heather Baldwin 15.09.2020 09.18AM

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STEAM/STEM

"Also think that being creative, it would be good to alter STEM/STEAM to relate to the concept or context of the unit rather than to provide experiences that involve STEM/STEAM. STEAM in this unit is about the thought processes and actions rather than doing science and math experiences."

Debbie Conway 24.08.2020 04.58PM

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STEM

"Now that STEM is included in a creative unit, it seems appropriate that we include arts and update this to STEAM."

Debbie Conway 21.08.2020 10.05AM

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3 Replies

"I feel the elements need to include more areas such as music dramatic play story telling & arts should be referred to do as visual arts adding STEM is also a good idea"

Heather Baldwin 09.09.2020 07.35PM

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"I agree with this statement. Adding STEM is necessary."

Tatjana Krulic-Withall 11.09.2020 08.54AM

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"Yes, STEAM is a current trend but if we do this here it will create too much overlap with other core units."

Maree Aldwinckle 11.09.2020 06.54PM

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Foundation skills

FOUNDATION SKILLS

Foundation skills essential to performance in this unit, but not explicit in the performance criteria are listed here, along with a brief context statement.

SKILLS

DESCRIPTION

Writing skills to:

  • document information and observations according to organisational procedures.

Oral communication skills to:

  • interact with and engage with children to build rapport.

Initiative and enterprise skills to:

  • determine appropriate strategies to support children’s individual needs.

Technology skills to:

  • use digital media to research and document experiences.

UNIT MAPPING INFORMATION

Pending

LINKS

Companion Volume Implementation Guide

0 Comments

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Performance evidence

TITLE

Assessment Requirements for CHCECE043 Nurture creativity in children.

PERFORMANCE EVIDENCE

Evidence of the ability to complete tasks outlined in elements and performance criteria of this unit in the context of the job role, and:

  • plan and implement at least three experiences for children between the ages of birth to six years that individually or collectively involve all of the following:
    • construction
    • digital technologies
    • dramatic play
    • imaginative play
    • movement
    • music
    • visual art
    • language and storytelling
    • science, technology, engineering and math (STEM)
  • document evaluation outcomes for each of the three experiences.

5 Comments

evaluations

"The last dot point should be changed form 'each of the 3' to 'each of the planned experiences' as this implies only 3 experiences need to be evaluated. It is more than likely more than 3 plans will need to be made to cover the long list of creative outlets. "

Early Education and Care Dept. on behalf - Canberra Institute of Technology 10.09.2020 04.35PM

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2 Replies

"Yes, I agree. Three experiences is really not enough to cover all the creative possibilities."

Maree Aldwinckle 11.09.2020 08.43PM

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"Yes, I was thinking the same thing. 3 experiences will not be enough to cover off all of those areas."

Katherine Hussar 30.09.2020 03.47PM

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"I feel digital technologies needs to be removed "

Heather Baldwin 09.09.2020 07.36PM

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1 Reply

"I agree with Heather. Incorporate this in another way but not as a component of creative arts curriculum. Digital technologies are a tool like a paintbrush not a core component of creative curriculum."

Maree Aldwinckle 11.09.2020 08.44PM

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Knowledge evidence

KNOWLEDGE EVIDENCE

Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit:

  • requirements of the following National Quality Standard and related regulations and laws applicable to this unit including:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • current research about the role of the arts and creativity in society and the value of process as well as product
  • role of arts and creativity in diverse cultures
  • ways in which art is represented in different cultures
  • range of art forms and artists
  • why encouraging creative freedom is important for children
  • techniques, skills and maintenance requirements in the creative areas at a level sufficient to assist children implement their ideas
  • types of creative opportunities in the following areas, how to match these to children’s interests, and the appropriate types of resources required, including re-cycled, re-purposed or re-used:
    • construction
    • digital technologies
    • dramatic play
    • imaginative play
    • movement
    • music
    • visual art
    • language and storytelling
    • science, technology, engineering and math (STEM)
  • ways to structure experiences in the above areas that encourage and support:
    • active learning
    • aesthetic values
    • children’s agency
    • culturally aware and sensitive
    • curiosity
    • literacy
    • safety
  • critical reflection:
    • what is critical reflection
    • why and how educators use critical reflection
    • what makes for meaningful critical reflection
  • evaluation methods for reviewing children’s learning and educator’s practices throughout the artistic process.

3 Comments

Recommended changes to knowledge evidence

"KNOWLEDGE EVIDENCE Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: • the following National Quality Standard and related regulations and laws applicable to this unit including: o educational program and practice o health and safety o physical environment o relationships with children • current research and theories about the arts and creativity, including: o the value of process as well as product o arts and creativity in diverse cultures o forms of artistic expression o the importance of creative freedom • techniques and skills in the creative arts at a level sufficient to assist children implement their ideas • types of creative opportunities and appropriate materials and resources to nurture creativity through: o construction o dramatic play o imaginative play o movement o music o visual art o language and storytelling • appropriate strategies to encourage and support creative expression, including: o active learning o applying aesthetic values o fostering children’s agency o cultural awareness and sensitive o fostering curiosity o developing literacy o ensuring safety o reflective practice and critical reflection • methods for reviewing children’s creative engagement and learning and educator’s practices in implementing creative experiences. "

Maree Aldwinckle 11.09.2020 11.53PM

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critical reflecetion

"There is more to reflective practice than critical reflection. The constant use of the term solely through a variety of units imposes a very narrow perspective."

Maree Aldwinckle 11.09.2020 06.38PM

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""

Heather Baldwin 09.09.2020 07.36PM

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Assessment conditions

ASSESSMENT CONDITIONS

Skills must be demonstrated in a regulated education and care service in Australia:

  • the following aspects of the performance evidence must be directly observed by the assessor on at least one occasion:
    • provision of one experience
  • remaining performance evidence may be collected through authenticated third-party reports
  • observation and third-party reports must be supplemented by other forms of evidence
  • interactions with children must be supervised by an approved early childhood educator.

 

Skills related to the planning and evaluation aspects of performance may be demonstrated outside of the service.

 

Assessment must ensure access to:

  • curriculum documentation
  • resources that support the specific opportunities for creativity
  • information technology
  • National Quality Framework:
    • National Quality Standard
    • the relevant approved learning framework
  • organisational standards, policies and procedures for:
    • educational program and practice
    • health and safety
    • physical environment
    • relationships with children
  • children in a regulated education and care service in Australia.

 

Assessors must satisfy the Standards for Registered Training Organisations’ requirements for assessors.

LINKS

Companion Volume Implementation Guide

6 Comments

Suggested amendments and rewording of knowledge evidence

"KNOWLEDGE EVIDENCE Demonstrated knowledge required to complete the tasks outlined in elements and performance criteria of this unit: • the following National Quality Standard and related regulations and laws applicable to this unit including: o educational program and practice o health and safety o physical environment o relationships with children • current research and theories about the arts and creativity, including: o the value of process as well as product o arts and creativity in diverse cultures o forms of artistic expression o the importance of creative freedom • techniques and skills in the creative arts at a level sufficient to assist children implement their ideas • types of creative opportunities and appropriate materials and resources to nurture creativity through: o construction o dramatic play o imaginative play o movement o music o visual art o language and storytelling • appropriate strategies to encourage and support creative expression, including: o active learning o applying aesthetic values o fostering children’s agency o cultural awareness and sensitive o fostering curiosity o developing literacy o ensuring safety o reflective practice and critical reflection • methods for reviewing children’s creative engagement and learning and educator’s practices in implementing creative experiences. "

Maree Aldwinckle 11.09.2020 09.17PM

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Single staff school age care

"Interactions with children must be supervised by an approved early childhood educator. This is not going to be possible in some school age care services."

Andrea Green 11.09.2020 05.24PM

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"Needs to be more than one experience"

Heather Baldwin 09.09.2020 07.40PM

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1 Reply

"Absolutely needed - more than one experience ."

Tatjana Krulic-Withall 11.09.2020 08.55AM

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Direct observation modification

"To provide consistency in terminology across all units: Direct observation actually sits in ASQA's fact sheet named Direct Evidence. The term being used as Direct Observation needs to be changed to Direct Evidence where ASQA give options of what can collected in the event that direct observation can not be used for some reason. Being able to collect direct evidence also protects the rights of the child, the service and the student."

Nicola Johnston 28.08.2020 06.31PM

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1 Reply

"I agree"

Lori Jones 10.09.2020 02.15PM

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